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ERIC Number: EJ817778
Record Type: Journal
Publication Date: 2008-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1090-1027
Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs, and Instructional Practices
Armstrong, Kathleen; Cusumano, Dale Lynn; Todd, Melissa; Cohen, Rachel
Journal of Early Childhood Teacher Education, v29 n4 p297-308 Oct 2008
While it is clear that reading is critical to children's success throughout schooling and reading instruction research has dramatically increased over the past 2 decades, few early childhood providers have the necessary knowledge, skills and/or confidence to effectively implement evidence-based, emergent literacy strategies in their settings. This article explores the impact of the Early Learning Opportunities (ELO) initiative that provided funding to train early childhood providers to utilize the "HeadsUp! Reading" (HUR) curriculum in their settings. Noteworthy in this initiative was the inclusion of a coaching component designed to increase participants' ability to generalize HUR instructional practices into their classroom. Also important here was the opportunity to evaluate teaching outcomes. Results from this study indicate that all participants benefited from their involvement in the professional development activities, and that those who received coaching had an advantage with respect to growth in knowledge, skills, and confidence in implementing the new strategies into their classrooms. Implications for professional development activities suggest that coaching efforts to support implementation of newly acquired skills in the classroom may improve teacher performance. (Contains 7 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A